Pearce, A;
(2020)
Marginalisation through commemoration: Trends and practices in Holocaust education in the United Kingdom.
War & Society
, 39
(3)
pp. 215-220.
10.1080/07292473.2020.1786891.
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Abstract
This provocation reflects on trends in Holocaust education in the UK. It argues that an emphasis on cultivating memory means much teaching and learning about the Holocaust is commemorative rather than educational. In this pursuit it forwards five theses about the current condition of much teaching and learning about the Holocaust.
| Type: | Article |
|---|---|
| Title: | Marginalisation through commemoration: Trends and practices in Holocaust education in the United Kingdom |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.1080/07292473.2020.1786891 |
| Publisher version: | https://doi.org/10.1080/07292473.2020.1786891 |
| Language: | English |
| Additional information: | Copyright © 2020 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. This is an Open Access article distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives License (http://creativecommons.org/licenses/by-nc-nd/4.0/), which permits non-commercial re-use, distribution, and reproduction in any medium, provided the original work is properly cited, and is not altered, transformed, or built upon in any way. |
| Keywords: | Holocaust, Holocaust memory, Holocaust education, commemoration |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Curriculum, Pedagogy and Assessment |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10115277 |
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